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Mathematics: Textbook For Class XII
Mathematics: Textbook For Class XII
The National Curriculum Framework, 2005, recommends that childrens life at school
must be linked to their life outside the school. This principle marks a departure from
the legacy of bookish learning which continues to shape our system and causes a gap
between the school, home and community. The syllabi and textbooks developed on
the basis of NCF signify an attempt to implement this basic idea. They also attempt to
discourage rote learning and the maintenance of sharp boundaries between different
subject areas. We hope these measures will take us significantly further in the direction
of a child-centred system of education outlined in the National Policy on Education
(1986).
The success of this effort depends on the steps that school principals and teachers
will take to encourage children to reflect on their own learning and to pursue imaginative
activities and questions. We must recognise that, given space, time and freedom,
children generate new knowledge by engaging with the information passed on to them
by adults. Treating the prescribed textbook as the sole basis of examination is one of
the key reasons why other resources and sites of learning are ignored. Inculcating
creativity and initiative is possible if we perceive and treat children as participants in
learning, not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and mode of functioning.
Flexibility in the daily time-table is as necessary as rigour in implementing the annual
calendar so that the required number of teaching days are actually devoted to teaching.
The methods used for teaching and evaluation will also determine how effective this
textbook proves for making childrens life at school a happy experience, rather than a
source of stress or boredom. Syllabus designers have tried to address the problem of
curricular burden by restructuring and reorienting knowledge at different stages with
greater consideration for child psychology and the time available for teaching. The
textbook attempts to enhance this endeavour by giving higher priority and space to
opportunities for contemplation and wondering, discussion in small groups, and
activities requiring hands-on experience.
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NCERT appreciates the hard work done by the textbook development committee
responsible for this book. We wish to thank the Chairperson of the advisory group in
Science and Mathematics, Professor J.V. Narlikar and the Chief Advisor for this book,
Professor P.K. Jain for guiding the work of this committee. Several teachers contributed
to the development of this textbook; we are grateful to their principals for making this
possible. We are indebted to the institutions and organisations which have generously
permitted us to draw upon their resources, material and personnel. As an organisation
committed to systemic reform and continuous improvement in the quality of its
products, NCERT welcomes comments and suggestions which will enable us to
undertake further revision and refinement.
Director
New Delhi National Council of Educational
20 December 2005 Research and Training
Preface
The National Council of Educational Research and Training (NCERT) had constituted
21 Focus Groups on Teaching of various subjects related to School Education, to
review the National Curriculum Framework for School Education - 2000 (NCFSE -
2000) in face of new emerging challenges and transformations occurring in the fields
of content and pedagogy under the contexts of National and International spectrum of
school education. These Focus Groups made general and specific comments in their
respective areas. Consequently, based on these reports of Focus Groups, National
Curriculum Framework (NCF)-2005 was developed.
NCERT designed the new syllabi and constituted Textbook Development Teams
for Classes XI and XII to prepare textbooks in mathematics under the new guidelines
and new syllabi. The textbook for Class XI is already in use, which was brought in
2005.
The first draft of the present book (Class XII) was prepared by the team consisting of
NCERT faculty, experts and practicing teachers. The draft was refined by the
development team in different meetings. This draft of the book was exposed to a
group of practicing teachers teaching mathematics at higher secondary stage in different
parts of the country, in a review workshop organised by the NCERT at Delhi. The
teachers made useful comments and suggestions which were incorporated in the draft
textbook. The draft textbook was finalised by an editorial board constituted out of
the development team. Finally, the Advisory Group in Science and Mathematics and
the Monitoring Committee constituted by the HRD Ministry, Government of India
have approved the draft of the textbook.
In the fitness of things, let us cite some of the essential features dominating the
textbook. These characteristics have reflections in almost all the chapters. The existing
textbook contain 13 main chapters and two appendices. Each Chapter contain the
followings:
Introduction: Highlighting the importance of the topic; connection with earlier
studied topics; brief mention about the new concepts to be discussed in the
chapter.
Organisation of chapter into sections comprising one or more concepts/sub
concepts.
Motivating and introducing the concepts/sub concepts. Illustrations have been
provided wherever possible.
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P AWAN K. JAIN
Chief Advisor
Textbook Development Committee
Textbook Development Committee
Fundamental Duties
Fundamental Duties It shall be the duty of every citizen of India
(a) to abide by the Constitution and respect its ideals and institutions, the National
Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for
freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people
of India transcending religious, linguistic and regional or sectional diversities;
to renounce practices derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers,
wildlife and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so
that the nation constantly rises to higher levels of endeavour and achievement;
(k) who is a parent or guardian, to provide opportunities for education to his child
or, as the case may be, ward between the age of six and fourteen years.
Contents
P ART I
Foreword v
Preface vii
1. Relations and Functions 1
1.1 Introduction 1
1.2 Types of Relations 2
1.3 Types of Functions 7
1.4 Composition of Functions and Invertible Function 12
1.5 Binary Operations 19
2. Inverse Trigonometric Functions 33
2.1 Introduction 33
2.2 Basic Concepts 33
2.3 Properties of Inverse Trigonometric Functions 42
3. Matrices 56
3.1 Introduction 56
3.2 Matrix 56
3.3 Types of Matrices 61
3.4 Operations on Matrices 65
3.5 Transpose of a Matrix 83
3.6 Symmetric and Skew Symmetric Matrices 85
3.7 Elementary Operation (Transformation) of a Matrix 90
3.8 Invertible Matrices 91
4. Determinants 103
4.1 Introduction 103
4.2 Determinant 103
4.3 Properties of Determinants 109
4.4 Area of a Triangle 121
4.5 Minors and Cofactors 123
4.6 Adjoint and Inverse of a Matrix 126
4.7 Applications of Determinants and Matrices 133
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